Resources for Researchers
Below are several articles related to science identity of students with disabilities:
"Science is not my thing": exploring deaf non-science majors' science identities (Gormally & Marchut, 2017)
Teaching science and mathematics to students with visual impairments: reflections of a visually impaired technician (Maguvhe, 2015)
“You don't have to be sighted to be a scientist, do you?” Issues and outcomes in science education (Erwin et al., 2001)
Uncovering issues in science education for students with visual impairments through the examination of science identity at a specialized residential school for the blind (2020): Dr. Ying-Ting Chiu's dissertation This dissertation includes a list of important references related to science identity and STEM education for students with disabilities, particularly visually impairments.
If you are interested in studying science identity, you can begin with the following must-reads:
Science identity as a landscape of becoming: rethinking recognition and emotions through an intersectionality lens (Avraamidou, 2019)
Science aspirations, capital, and family habitus: how families shape children’s identiﬁcation and engagement with science (Archer et al., 2012) Dr. Louise Archer's articles are all must-reads!
Smartness as a cultural practice in schools (Hatt, 2012)
ESERA SIG on Science Identities: You can join this SIG to learn more about science identity research and connect to many science identity researchers!